The Big Picture The Zen of Program-Level Student Learning Outcomes Welcome so that

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The Big Picture The Zen of Program-Level Student Learning Outcomes Welcome so that

Daniel Webster College, US has reference to this Academic Journal, Welcome so that The Zen of Program-Level Student Learning Outcomes part of The Student Learning Outcomes Assessment Cycle (SLOAC) Project El Camino College 2006-2007 The Big Picture Program vision, mission, in addition to goals Community expectations in addition to needs El Camino College institutional mission, vision in addition to goals Student expectations, needs in addition to goals Related professional expectations Program SLOs in addition to Assessments are caught in the middle! Course Level SLOs Program Level SLOs

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Part I: Program Goals Program Level SLOs Example: Respite Women?s in addition to Children?s Shelter Mission Statement To provide safety in addition to shelter so that women in addition to children who are victims of domestic violence through crisis intervention, therapeutics in addition to education, in addition to so that reduce societal violence against women in addition to children. Individual Work: Spend three minutes writing a draft of an outcome in consideration of the Shelter that reflects their mission statement. Continued funding is based on evidence that the shelter is meeting its purported outcomes. Example: Respite Women?s in addition to Children?s Shelter Mission Statement To provide safety in addition to shelter so that women in addition to children who are victims of domestic violence through crisis intervention, therapeutics in addition to education, in addition to so that reduce societal violence against women in addition to children. After consultation among the shelter?s board of directors, staff in addition to clients, the following outcome was proposed: Actual Outcome: Following the services in addition to therapeutics of the women?s shelter, battered women will make a choice so that leave their violent relationships as a major strategy so that protect themselves in addition to their children.

Example: Respite Women?s in addition to Children?s Shelter Some Questions: Has their been consultation among the stakeholders? Does the outcome focus on what women can do following the program? Does the outcome define an action women can take? Is this outcome measurable? Is this outcome valid in addition to appropriate in consideration of the shelter? Is this outcome understandable so that the intended audience? Working alongside your own program Task 1: On your Program Goals in addition to Program-Level SLOs handout, name in addition to briefly describe your program in one sentence that contains the following information: who you are what you do in consideration of whom in addition to why Example: Pre-Allied Health Biology Program The pre-allied health biology program prepares students in consideration of vocational health programs by providing rigorous courses in addition to hands-on experiences in human biology. Working alongside your own program Task 2: Describe one student-centered goal of your program. Example: Pre-Allied Health Biology Program Goal: Students leaving our program will possess the content knowledge of human anatomy necessary so that succeed in vocational healthcare training.

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Working alongside your own program Task 3: Exchange your paper alongside another group nearby. Task 4: Review the description of the program in addition to the student-centered goal of the paper you received. Example: (Do you really need an example in consideration of these two tasks?) Working alongside your own program Task 5: Answer so that the best of your ability the following question. Be as specific as possible: ?As a well-educated skeptic, what sorts of evidence would you need so that see before you would be convinced that students in the program have attained the stated student-centered goal?? Example: Pre-Allied Health Biology Program Direct Measure: Student Portfolios containing results from hands-on summative assessments. Indirect Measure: Success rates of former students in local healthcare vocational training programs. Working alongside your own program Task 6: Pass the paper back so that the original owners. Task 7: Review the recommendations in consideration of the types of evidence needed so that show that your students have attained your student-centered goal. Example: (Again, do you really need an example in consideration of these two tasks?)

Working alongside your own program Task 8: Write a Program Level SLO that measures how well your students attain your student-centered goal. Use the questions on the next slide so that guide you (these are also on your handout): Working alongside your own program Guiding questions: Does the outcome focus on what students can do? Does the outcome address more than one domain (knowledge, skills, attitudes)? Does the outcome emphasize the ?big picture?? Does the outcome suggest a context in addition to appropriate manner in which it may be assessed? Does the outcome have value in consideration of the student, the faculty, the school? Working alongside your own program Task 9: Record the following information on one of the half sheets of paper provided: The name of your program The name in addition to email of a contact person in consideration of your program The one-sentence description of your program The draft of the SLO you wrote The example of a direct measure in addition to an indirect measure Once you have recorded all of this, carefully separate the white sheet from the yellow. Keep the yellow sheet in addition to hand in the white copy.

Part 2: College Level Core Competencies Program Level SLOs A working, incomplete list of Core Competencies (Institutional Level Student Learning Outcomes): Critical Thinking Community in addition to Collaboration Communication in addition to Comprehension Working alongside your own program Task 1: On your Core Competencies handout, list the key courses in your program in the column on the left-hand side of the table. If there is not enough room, deal alongside it imaginatively. Task 2: For each course, briefly describe how the goals of the course might contribute so that student attainment of each of the three core competencies. Be as specific as possible in the spaced provided.

Working alongside your own program Task 3: Looking at the results of Task 2, which of the three core competencies does your program best support? Task 4: Draft a Program-Level SLO related so that the core competency you selected in Task 3. Again, use the questions on the next slide in addition to on your handout so that guide you. Working alongside your own program Guiding questions: Does the outcome focus on what students can do? Does the outcome address more than one domain (knowledge, skills, attitudes)? Does the outcome emphasize the ?big picture?? Does the outcome suggest a context in addition to appropriate manner in which it may be assessed? Does the outcome have value in consideration of the student, the faculty, the school? Working alongside your own program Task 5: Record the following information on one of the half sheets of paper provided: The name of your program The core competency you selected The draft of the SLO you wrote The possible direct in addition to indirect measures in consideration of assessment Once you have recorded all of this, carefully separate the white sheet from the yellow. Keep the yellow sheet in addition to hand in the white copy.

Resources Assessing Student Learning, Section 6, of the online SLO tutorial at Bakersfield College: online.bc.cc.ca.us/courseassessment/Default.htm There is a link in consideration of this site at the El Camino College SLO Website: elcamino /academics/slo

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